Cultivating feedback literacy in engineering education and professional practice

Authors

Stephanie Fuchs
Meinig School of Biomedical Engineering, Cornell Duffield College of Engineering, Cornell University, United States of America
https://orcid.org/0000-0001-9264-3094
Jennifer Meyer
Centre for Teacher Education, Institute for Teacher Education/Department of Educational Research and Educational Psychology, University of Vienna, Austria
https://orcid.org/0000-0002-5714-3198
Jonathan Butcher
Meinig School of Biomedical Engineering, Cornell Duffield College of Engineering, Cornell University, United States of America
https://orcid.org/0000-0002-9309-6296
Alexandra Werth
Meinig School of Biomedical Engineering, Cornell Duffield College of Engineering, Cornell University, United States of America
https://orcid.org/0000-0003-0310-2654
DOI: https://doi.org/10.59490/mt.266.68

Synopsis

Bennett, William (0000-0002-7229-5747) is a Lecturer and Civil Engineering Programmes Director within the School of Aerospace, Civil, Electrical and Mechanical Engineering at Swansea University. His research interests include professional skills, curriculum design, and the role of accreditation.  

Author Biographies

Stephanie Fuchs, Meinig School of Biomedical Engineering, Cornell Duffield College of Engineering, Cornell University, United States of America

Fuchs, Stephanie (0000-0001-9264-3094) is an Active Learning Initiatives Postdoctoral Fellow at the Meinig School of Biomedical Engineering at Cornell University in Ithaca, USA. Her research focuses on the implementation of studio pedagogy in biomedical engineering classrooms and investigating the complex feedback dynamics of these spaces.  

Jennifer Meyer, Centre for Teacher Education, Institute for Teacher Education/Department of Educational Research and Educational Psychology, University of Vienna, Austria

Meyer, Jennifer (0000-0002-5714-3198) is an Assistant Professor in the Centre for Teacher Education at the University of Vienna, Austria. Her research focuses on determinants of the effective use of artificial intelligence in education, especially in the context of formative feedback, and students’ individual prerequisites in educational contexts.  

Jonathan Butcher, Meinig School of Biomedical Engineering, Cornell Duffield College of Engineering, Cornell University, United States of America

Butcher, Jonathan (0000-0002-9309-6296) is a Professor in the Meinig School of Biomedical Engineering at Cornell University in Ithaca, USA. His research focuses on embryonic cardiovascular development and regenerative engineering strategies for heart and valve disease, while implementing BME studio pedagogy to enhance student learning outcomes.

Alexandra Werth, Meinig School of Biomedical Engineering, Cornell Duffield College of Engineering, Cornell University, United States of America

Werth, Alexandra (0000-0003-0310-2654) is an Assistant Professor in the Meinig School of Biomedical Engineering at Cornell University in Ithaca, USA. Her research is dedicated to advancing evidence-based teaching practices and tools to enhance access to and efficacy of authentic learning environments.  

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Volume

SEFI Handbook on Teaching Transferable Competencies and Skills in Engineering

Pages

299-320

Published

August 28, 2026

Series

Education series

Categories

Copyright (c) 2026 Gillian Saunders-Smits, Lynn Van den Broeck, Thies Johannsen

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Fuchs, S., Meyer, J., Butcher, J., & Werth, A. (2026). Cultivating feedback literacy in engineering education and professional practice. In SEFI Handbook on Teaching Transferable Competencies and Skills in Engineering (pp. 299-320). TU Delft OPEN Books. https://doi.org/10.59490/mt.266.68